New Randolph Superintendent of Schools Thomas Anderson unveiled his comprehensive "entry plan," detailing his role for improving the district, currently a Level 4, or underperforming, district as defined by the state Department of Education.

The superintendentís plan dovetails with the district's Accelerated Improvement Plan, which targets areas of weakness in student performance.

One of the key goals of the entry plan is to develop a comprehensive view of the school system in relation to the community as a whole, and what steps are necessary to promote positive change and learning goals.

Among the superintendent's main objectives is creating an organization in alignment with available resources, develop and support "cohesive governance teams," foster a "positive climate of continual improvement," and increase organizational effectiveness and "operational accountability."

Anderson said part of his job will be to establish a "positive learning focused culture" that centers on student achievements.

"There is no ceiling on what our students should be able to achieve," he said.

School committee member Bruce Pontbriand praised the superintendent's focus on technological proficiency.

"It's not enough to be a mechanic," he said. "You have to be technologically (proficient) wherever you go. This type of learning is where we are going."

Outgoing chairman Emmanuel Mecha said the entry plan describes much of what the district has been striving to achieve over the last several years.

"I hope that this time around we can say, yes, we have a product," he said. "For me, the highest of all is the technology."

"The endgame is to maximize opportunities (for students) when it comes time to apply to college," Anderson said.

In other business...

Assistant Superintendent Darcy Fernandes announced that the state recently approved the district's AIP initiatives for 2014-15.

Fernandes said more than 50 staff contributed to the plan as a "real guiding coalition for its development."

This year's continuation of the AIP will focus on literacy improvements, making effective use of tools provided by the state, and continuing to look at "tiered systems" to support children.